科学素养测评 (16).pdf

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1、PISAProgramme for International Student AssessmentPISA 2018 ResultsWHAT SCHOOL LIFE MEANS FOR STUDENTS LIVESVOLUME IIIPISA 2018 Results(Volume III)WHAT SCHOOL LIFE MEANS FOR STUDENTS LIVESThis work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed anda

2、rguments employed herein do not necessarily reflect the official views of OECD member countries.This document,as well as any data and map included herein,are without prejudice to the status of or sovereignty overany territory,to the delimitation of international frontiers and boundaries and to the n

3、ame of any territory,city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities.The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights,East Jerusalem and Israeli settlements inthe West Bank under the

4、terms of international law.Note by TurkeyThe information in this document with reference to“Cyprus”relates to the southern part of the Island.There is no singleauthority representing both Turkish and Greek Cypriot people on the Island.Turkey recognises the Turkish Republic ofNorthern Cyprus(TRNC).Un

5、til a lasting and equitable solution is found within the context of the United Nations,Turkeyshall preserve its position concerning the“Cyprus issue”.Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Natio

6、ns with the exception of Turkey.Theinformation in this document relates to the area under the effective control of the Government of the Republic of Cyprus.Please cite this publication as:OECD(2019),PISA 2018 Results(Volume III):What School Life Means for Students Lives,PISA,OECD Publishing,Paris,ht

7、tps:/doi.org/10.1787/acd78851-en.ISBN 978-92-64-97042-7(print)ISBN 978-92-64-87972-0(pdf)ISBN 978-92-64-81626-8(HTML)ISBN 978-92-64-56283-7(epub)PISAISSN 1990-8539(print)ISSN 1996-3777(online)Photo credits:Cover LuminaStock/iStock Dean Mitchell/iStock bo1982/iStock karandaev/iStock IA98/Shutterstock

8、 Tupungato/ShutterstockCorrigenda to publications may be found on line at:www.oecd.org/about/publishing/corrigenda.htm.OECD 2019The use of this work,whether digital or print,is governed by the Terms and Conditions to be found at http:/www.oecd.org/termsandconditions.PISA 2018 Results(Volume III):Wha

9、t School Life Means for Students Lives OECD 20193PrefaceAmong its many findings,our PISA 2018 assessment shows that 15-year-old students in the four provinces/municipalities of China that participated in the study Beijing,Shanghai,Jiangsu and Zhejiang outperformed by a large margin their peers from

10、all of the other 78 participating education systems,in mathematics and science.Moreover,the 10%most disadvantaged students in these four jurisdictions also showed better reading skills than those of the average student in OECD countries,as well as skills similar to the 10%most advantaged students in

11、 some of these countries.True,these four provinces/municipalities in eastern China are far from representing China as a whole,but the size of each of them compares to that of a typical OECD country,and their combined populations amount to over 180 million.What makes their achievement even more remar

12、kable is that the level of income of these four Chinese regions is well below the OECD average.The quality of their schools today will feed into the strength of their economies tomorrow.In this context,and given the fact that expenditure per primary and secondary student rose by more than 15%across

13、OECD countries over the past decade,it is disappointing that most OECD countries saw virtually no improvement in the performance of their students since PISA was first conducted in 2000.In fact,only seven of the 79 education systems analysed saw significant improvements in the reading,mathematics an

14、d science performance of their students throughout their participation in PISA,and only one of these,Portugal,is a member of the OECD.During the same period,the demands placed on the reading skills of 15-year-olds have fundamentally changed.The smartphone has transformed the ways in which people rea

15、d and exchange information;and digitalisation has resulted in the emergence of new forms of text,ranging from the concise,to the lengthy and unwieldy.In the past,students could find clear and singular answers to their questions in carefully curated and government-approved textbooks,and they could tr

16、ust those answers to be true.Today,they will find hundreds of thousands of answers to their questions on line,and it is up to them to figure out what is true and what is false,what is right and what is wrong.Reading is no longer mainly about extracting information;it is about constructing knowledge,

17、thinking critically and making well-founded judgements.Against this backdrop,the findings from this latest PISA round show that fewer than 1 in 10 students in OECD countries was able to distinguish between fact and opinion,based on implicit cues pertaining to the content or source of the information

18、.In fact,only in the four provinces/municipalities of China,as well as in Canada,Estonia,Finland,Singapore and the United States,did more than one in seven students demonstrate this level of reading proficiency.There is another side to this.The kinds of things that are easy to teach are nowadays als

19、o easy to digitise and automate.In the age of artificial intelligence(AI)we need to think harder about how to develop first-class humans,and how we can pair the AI of computers with the cognitive,social and emotional skills,and values of people.AI will amplify good ideas and good practice in the sam

20、e way as it amplifies bad ideas and bad practice it is ethically neutral.However,AI is always in the hands of people who are not neutral.That is why education in the future is not just about teaching people,but also about helping them develop a reliable compass to navigate an increasingly complex,am

21、biguous and volatile world.Whether AI will destroy or create more jobs will very much depend on whether our imagination,our awareness,and our sense of responsibility will help us harness technology to shape the world for the better.These are issues that the OECD is currently exploring with our Educa

22、tion 2030 project.PISA is also broadening the range of outcomes that it measures,including global competency in 2018,creative thinking in 2021,and learning in the digital world in 2024.The 2018 assessment asked students to express how they relate to others,what they think of their lives and their fu

23、ture,and whether they believe they have the capacity to grow and improve.Measuring the well-being of 15-year-old students,the target PISA population,is particularly important,as students at this age are in a key transition phase of physical and emotional development.When it comes to those social and

24、 emotional outcomes,the top-performing Chinese provinces/municipalities are among the education systems with most room for improvement.Even across OECD countries,just about two in three students reported that they are satisfied with their lives,and that percentage shrank by five percentage points be

25、tween 2015 and 2018.Some 6%of students reported always feeling sad.In almost every education system,girls expressed greater fear of failure than boys,even when they outperformed boys in reading by a large margin.Almost a quarter of students reported being bullied at least a few times a month.Perhaps

26、 most disturbingly,in one-third of countries and economies that participated in PISA 2018,including OECD countries such as Greece,Mexico and Poland,more than one in two students said that intelligence was something about them that they couldnt change very much.Those students are unlikely to make the

27、 investments in themselves that are necessary to succeed in school and in life.Importantly,having a growth mindset seems consistently associated with students motivation to master tasks,general self-efficacy,setting learning goals and perceiving OECD 2019PISA 2018 Results(Volume I):What Students Kno

28、w and Can Do4Prefacethe value of school,and negatively associated with their fear of failure.Even if the well-being indicators examined by PISA do not refer specifically to the school context,students who sat the 2018 PISA test cited three main aspects of their lives that influence how they feel:lif

29、e at school,their relationships with their parents,and how satisfied they are with the way they look.It may be tempting to conclude that performing better in school will necessarily increase anxiety about schoolwork and undermine students well-being.But countries such as Belgium,Estonia,Finland and

30、Germany show that high performance and a strong sense of well-being can be achieved simultaneously;they set important examples for others.Other countries show that equity and excellence can also be jointly achieved.In Australia,Canada,Denmark,Estonia,Finland,Hong Kong(China),Japan,Korea,Macao(China)

31、,Norway and the United Kingdom,for example,average performance was higher than the OECD average while the relationship between socio-economic status and reading performance was weaker than the OECD average.Moreover,one in ten disadvantaged students was able to score in the top quarter of reading per

32、formance in their country/economy,indicating that poverty is not destiny.The data also show that the world is no longer divided between rich and well-educated nations and poor and badly educated ones.The level of economic development explains just 28%of the variation in learning outcomes across coun

33、tries if a linear relationship is assumed between the two.However,it remains necessary for many countries to promote equity with much greater urgency.While students from well-off families will often find a path to success in life,those from disadvantaged families have generally only one single chanc

34、e in life,and that is a great teacher and a good school.If they miss that boat,subsequent education opportunities will tend to reinforce,rather than mitigate,initial differences in learning outcomes.Against this background,it is disappointing that in many countries a students or schools post code re

35、mains the strongest predictor of their achievement.In Argentina,Bulgaria,the Czech Republic,Hungary,Peru,the Slovak Republic and the United Arab Emirates,a typical disadvantaged student has less than a one-in-eight chance of attending the same school as high achievers.Furthermore,in over half of the

36、 PISA-participating countries and economies,principals of disadvantaged schools were significantly more likely than those of advantaged schools to report that their schools capacity to provide instruction is hindered by a lack or inadequacy of educational material;and in 31 countries and economies,p

37、rincipals of disadvantaged schools were more likely than those of advantaged ones to report that a lack of teaching staff hinders instruction.In these systems,students face a double disadvantage:one that comes from their home background and another that is created by the school system.There can be n

38、umerous reasons why some students perform better than others,but those performance differences should never be related to the social background of students and schools.Clearly,all countries have excellent students,but too few countries have enabled all of their students to excel and fulfill their po

39、tential to do so.Achieving greater equity in education is not only a social justice imperative,it is also a way to use resources more effectively,increase the supply of skills that fuel economic growth,and promote social cohesion.For those with the right knowledge and skills,digitalisation and globa

40、lisation have been liberating and exciting;for those who are insufficiently prepared,these trends can mean vulnerable and insecure work,and a life with few prospects.Our economies are linked together by global chains of information and goods,but they are also increasingly concentrated in hubs where

41、comparative advantage can be built and renewed.This makes the distribution of knowledge and wealth crucial,and it can only be possible through the distribution of education opportunities.Equipping citizens with the knowledge and skills necessary to achieve their full potential,to contribute to an in

42、creasingly interconnected world,and to convert better skills into better lives needs to become a more central preoccupation of policy makers around the world.Fairness,integrity and inclusiveness in public policy thus all hinge on the skills of citizens.In working to achieve these goals,more and more

43、 countries are looking beyond their own borders for evidence of the most successful and efficient education policies and practices.PISA is not only the worlds most comprehensive and reliable indicator of students capabilities,it is also a powerful tool that countries and economies can use to fine-tu

44、ne their education policies.Volume V of PISA 2018 Results,which will be published in June 2020,will highlight some of the policies and practices that predict the success of students,schools and education systems.That is why the OECD produces this triennial report on the state of education around the

45、 globe:to share evidence of the best policies and practices,and to offer our timely and targeted support to help countries provide the best education possible for all of their students.Angel GurraOECD Secretary-GeneralPISA 2018 Results(Volume III):What School Life Means for Students Lives OECD 20195

46、Up to the end of the 1990s,OECD comparisons of education outcomes were mainly based on measures of years of schooling,which are not reliable indicators of what people are actually able to do.With the Programme for International Student Assessment,PISA,we tried to change this.The transformational ide

47、a behind PISA lay in testing the skills of students directly,through a metric that was internationally agreed upon;linking that with data from students,teachers,schools and systems to understand performance differences;and then harnessing the power of collaboration to act on the data,both by creatin

48、g shared points of reference and by leveraging peer pressure.The aim with PISA was not to create another layer of top-down accountability,but to help schools and policy makers shift from looking upwards within the bureaucracy towards looking outwards to the next teacher,the next school,the next coun

49、try.In essence,PISA counts what counts,and makes that information available to educators and policy makers so they can make more informed decisions.The OECD countries that initiated PISA tried to make PISA different from traditional assessments in other ways too.In a world that rewards individuals i

50、ncreasingly not just for what they know,but for what they can do with what they know,PISA goes beyond assessing whether students can reproduce what they have learned in school.To do well in PISA,students have to be able to extrapolate from what they know,think across the boundaries of subject-matter